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Bret Pimentel, woodwinds
Bret Pimentel, woodwinds
  • Musicianship

    Music for its own sake

    ByBret Pimentel October 19, 2013March 15, 2017

    At least once every few weeks, my social media feeds get flooded with links to the latest article about how kids should learn music because it turns them into excellent businesspeople and scientists and politicians. The latest is an opinion piece from the New York Times.

    Condoleezza Rice trained to be a concert pianist. Alan Greenspan, former chairman of the Federal Reserve, was a professional clarinet and saxophone player. The hedge fund billionaire Bruce Kovner is a pianist who took classes at Juilliard.

    Multiple studies link music study to academic achievement. But what is it about serious music training that seems to correlate with outsize success in other fields?

    It may or may not be true that musical training sharpens math skills and teamwork skills and so forth. But I am irritated by the subtext that music isn’t something worth pursuing on its own merits—it is only valuable as cross-training for making a “real” contribution to society. Nobody ever seems to wonder whether education in mathematics or reading or science makes people into better musicians.

    Photo, Bill Selak
    Photo, Bill Selak

    Read More “Music for its own sake”

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  • Education

    My studio “fresh air” policy

    ByBret Pimentel October 12, 2013March 15, 2017

    Last year I posted a small sign on my studio door:

    Fresh air policy

    If you smell of tobacco, alcohol, or illegal drugs, you will not be permitted to enter my office, whether or not you were the one using those substances. If your grade depends on you being here for a lesson, coaching, or other meeting, you will receive a zero.

    Thank you.

    Happily, I haven’t had occasion to enforce the policy since then, though I have previously had the occasional student who would have been in violation. It should go without saying that you shouldn’t ever show up to any college course or professional situation under the influence of any mind-altering substance, including alcohol, and my university also happens to be a “tobacco-free” campus, which is rare and awesome.

    I wrestled a little bit with the “whether or not you were the one” clause, but it’s my workspace and I don’t like the smell of cigarettes, especially since my work involves a lot of deep breathing. Also, it means I don’t ever have to try to guess whether students are lying (not that any of mine would).

    My students’ choices are their own, and I try to be extremely conscientious about not foisting my personal beliefs on them. However, I am also responsible to teach them to protect their health, at least as it relates to their woodwind playing, and to behave professionally. So fresh air—free of tobacco, alcohol, and drugs—is my policy.

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  • Musicianship | Woodwind playing and pedagogy

    Not good

    ByBret Pimentel October 5, 2013March 15, 2017

    I like to use a Socratic-ish method in my private lessons, and ask my students questions. It means that I have this conversation several times per day:

    [Student plays.]

    Me: How did that sound to you?

    Student: Not good.

    Me: What didn’t you like about it?

    Student: It didn’t sound good.

    Me: What aspect of it didn’t sound good to you? The tone? the pitch? the phrasing? the articulation?

    Student: Um, I guess the articulation?

    Me: What didn’t you like about the articulation?

    Student: It wasn’t good?

    It’s an ongoing battle to get my students to listen more deeply than that. Was the articulation “not good” because it started with air noise instead of tone? Because it was accompanied by an unwanted percussive sound? Was the articulation technique perfect but you failed to follow the composer’s markings? Or was it something else?

    Photo, David Bailey
    Photo, David Bailey

    Often the “not good” is a combination of factors, but if my students can identify even one of them, then they can immediately start working in a focused way to improve it. If it’s just “not good,” then they tend to just play it again from the beginning without any clear approach to making it sound better, and repeat until frustrated.

    Part of my job is to help them identify and verbalize the desirable and undesirable phenomena in their playing, and to teach them the techniques for manipulating the variables involved (breath support, voicing, embouchure, finger technique, and tongue technique, to name the most obvious ones). But it’s up to them to take that information and run with it. For my students to become independently-functional musicians, they need to learn to listen critically to themselves and troubleshoot.

    For yourself and for your students, don’t be satisfied with bland value judgments (it sounded “good” or “bad”). Be factual and descriptive about what you hear, and tackle problems in a methodical way. Practice smart!

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  • Product reviews

    Review: Butch Hall Native-American-style flutes

    ByBret Pimentel October 2, 2013October 2, 2013

    For years now I’ve told anyone who will listen how much I love my Butch Hall Native-American-style flute in F-sharp minor. I recently bought it a little friend in G minor, and realized it is high time I did a proper review of these lovely instruments.

    Hello, beautiful.
    Hello, beautiful.

    The modern instrument commonly referred to as the “Native American Flute” is related to a certain flute tradition associated with the Lakota people; of course labeling anything as “Native American” mistakenly implies that it is common to all the groups lumped together as “Native American.” As an additional complication name-wise, there are certain legal requirements regarding who can sell products under the designation “Native American,” so some flutemakers, for example, must sell their wares as “Native-American-style.” In general, flutes of this type, regardless of seller, are a contemporary take on a traditional instrument, often made with modern tools and processes and tweaked to suit contemporary Western-world pitch standards. This suits me just fine—I’m interested in the instrument’s history, but as a working musician I like an instrument that I can buy affordably and play in a variety of situations.

    If you are in the market for an instrument of this kind, be very careful about souvenir-type flutes, including some popular makes sold on the internet and in souvenir shops as “professional” instruments. If you want an instrument that plays beautifully, easily, and in tune, and is genuinely suited to professional playing situations, I strongly recommend that you send money to Butch Hall immediately. These are real-deal musician-quality flutes, and the amount of money involved is shockingly small. Read More “Review: Butch Hall Native-American-style flutes”

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  • Favorite blog posts

    Favorite blog posts, September 2013

    ByBret Pimentel September 29, 2013January 1, 2018

    Here’s what I liked on the woodwind-related blogs this month:

    • From Casa Valdez, some utterly fascinating recordings (with scores!) of Joe Viola playing overdubbed woodwinds. A must-see for doublers.
    • I have been seeing this incredible video of Samuel Barber with the classic Philadelphia Orchestra Wind Quintet all over blogs and social media lately, but Donax Music was the first to bring it to my attention. Worth the half-hour.
    • Saxophonist Jody Espina shares the concept he calls “Coltrones”—a sort of combination of long tones and transcription that can help you sound like Coltrane (and others).
    • Oboist Jennet Ingle explains how your brain may be sabotaging your playing in a confused attempt to keep you alive, and offers tips for solving this problem.
    • David Wells makes freely available his edition of Vivaldi G-minor bassoon concerto RV 495—solo part, score, and orchestral parts.
    • Saxophonist Jeff Cunningham shares some tips on maintaining motivation to practice. Geared toward beginners, but solid concepts for experienced musicians as well.
    • Trent Jacobs of Midwest Musical Imports does a brief video interview with bassoon maker Peter Wolf. It’s a little bit of an ad for Wolf/Midwest, but I’m a sucker for new technologies/materials in instrument manufacture, and Wolf is full of interesting ideas.
    • Soprano saxophone specialist Sam Newsome walks us through a solo by Wayne Shorter (with video).
    • Oboist Christa Garvey connects articulation to breathing.
    • Saxophonist Bill Plake shares some ideas about attitude and progress toward musical goals.
    • Maarten Vonk of Bassoon.com starts a kind of census of the world’s bassoonists.
    • Clarinet Cache points out some resources for finding and reading clarinet dissertations.
    • Bassoonist Jolene Mason wrestles with the competitive aspects of music and academia.

    Enjoy, and keep writing good stuff!

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  • Woodwind playing and pedagogy

    Telemann Canonic Sonata tutorial revisited: EWI with delay pedal

    ByBret Pimentel September 20, 2013March 15, 2017

    A few years back, I explained how to play a “round” using only the Akai EWI’s onboard synthesizer by editing a sound to include an echo. I mentioned some limitations of this technique, and hinted that an external device would be needed for better flexibility.

    The problems with my original technique are that you have to determine your precise tempo ahead of time, and you don’t have any flexibility to change it on the fly. You also can’t easily change your mind about the sound that you want—if you decide you really wanted something flutey instead of something brassy, you have to edit another sound. If you want to play several pieces or movements at different tempi, you need to dedicate a separate voice to each one. You also get a maximum of 1.27 seconds of echo. For my recent recital, I wanted the flexibility of playing multiple movements and changing my mind about sounds, and I needed a longer delay time for a slow movement.

    At the time of my original tutorial, I assumed that the external device needed would be some kind of looper, but upon further exploration I have actually found a digital delay pedal to be the best way of accomplishing the effect. I am using the ubiquitous Boss DD-7, used by many electric guitarists, but presumably these instructions can be adapted to other similar gadgets (you are on your own to work out the details). I also used an auxiliary pedal, the Boss FS-5U. This simplifies things slightly on stage if you want to be able to turn the echo on and off quickly, but it’s totally optional. I’ll tell you how to make this work with or without it.

    Here are the important settings:

    • Plug the EWI into the “A” input, and the amplifier into the “B” output. This configuration puts the DD-7 in “Long” delay mode, which provides up to 6.4 seconds of delay.cables Read More “Telemann Canonic Sonata tutorial revisited: EWI with delay pedal”
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  • Announcements and news

    New sound clips: Faculty woodwinds recital, Aug. 27, 2013

    ByBret Pimentel September 19, 2013March 15, 2017

    It’s time again for the annual post-mortem on my on-campus faculty recital. This year’s program was all Telemann, which was fun. Since some of my most formative years as a musician happened back when I was primarily a saxophonist, I still feel a little out of my depth with Baroque style, and preparations for this recital turned into a great opportunity to study, listen to recordings, and work on my ornamentation skills. (I found Victor Rangel-Ribeiro’s Baroque Music: A Practical Guide for the Performer to be invaluable, and it even has a chapter specifically on Telemann.)

    I’m fairly pleased with how the A-minor oboe sonata turned out. My intonation has improved in leaps and bounds since I got some excellent reed advice at the John Mack Oboe Camp a summer ago (what a difference a change in tie length can make!). I did struggle a little bit on stage with the Mississippi Delta August humidity making its way into my octave vents, which you can hear in places in the following clip.

    I have also been working on my double-tonguing on the oboe, and while it’s not perfect yet, I think it turned out quite well here. The fact that I wanted to use it on this piece probably belies some issues with my Baroque interpretation: it might have been more authentic either to slow down or to slur more, but I liked the effect and felt good about at least partially mastering the technique.

    And, of course, it is great fun to play with harpsichord and cello. As we sadly do not have a full string faculty here at Delta State, I had to convince a cellist to come in from out of town. It’s scary to meet and rehearse with someone for the first time on the day of the recital, but the recommendations I had gotten for her turned out to be solid, and she played like a total pro.

    I was determined to finally perform some recorder repertoire on this recital. My initial thought was to do the Telemann recorder suite, but since I already had the basso continuo lined up, I did some more research and discovered the delightful sonata in F major. The humidity had a fairly significant effect on this instrument, too, especially with me perhaps over-practicing on it in the weeks prior to the recital, so my tone and stability aren’t what I would have liked them to be. Too many cracked notes and response issues in the extreme upper and lower registers. Still, bucket list item checked off.

    One definite doubling blunder: I went from oboe to recorder on stage, and wasn’t fully in recorder mode when I started the first movement. The recorder’s breath requirements are much lower than the oboe’s, and so I started off the movement with a rather ugly cracked note (not included in this clip…). But I am quite happy with how the slow movement turned out; here it is in its entirety: Read More “New sound clips: Faculty woodwinds recital, Aug. 27, 2013”

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  • Woodwind playing and pedagogy

    Breath support, register breaks, and resistance

    ByBret Pimentel September 5, 2013March 15, 2017

    A few months ago I wrote this about the clarinet:

    If breath support, embouchure, and voicing are correctly established, then Crossing the Dreaded Break ceases to be a Thing. It’s just another note: a moment ago you were playing B-flat, and now you are playing B-natural. As long as your fingers get where they are supposed to go, then that’s all there is to it. Personally, I don’t even use the word “break” with a beginning student—there’s no need to get them all uptight about what really is a non-event.

    My point was that crossing a register break is merely a fingering issue, and shouldn’t be turned into a big to-do about embouchures and equipment purchases and so forth. And I stand by that, but there is something I glossed over a bit that perhaps ought to be revisited in more detail, and that applies to register break crossings on all woodwind instruments.

    The point that I want to return to is that of breath support. If it, and some other basic tone-production matters, are “correctly established,” then break-crossing is indeed nothing more than a new fingering or two. But assuming that breath support is 100% correct with a student just reaching the break-crossing stage is often a mistake.

    Each note on the clarinet (and on any woodwind) has a certain level of resistance—that is to say, it requires a certain amount of air pressure to get the air column vibrating. Some notes are more resistant, and some are less resistant. As a sort of general oversimplification, we might assume that a long-tube note (with more toneholes closed) is more resistant than a short-tube note (with more toneholes open). Other factors do apply, of course: the size of the toneholes, whether the fingering is a “forked” fingering, and more, but let’s isolate tube length for the moment. So for the clarinet, having a break between A-sharp and B, we would expect to see this kind of resistance change while crossing the break:

    Taller grey bar = higher resistance
    Taller grey bar = higher resistance

    (Note that the bar graphs here are strictly illustrative and not based on any real measurements.)

    A beginner who is accustomed to the lower resistance of a few chalumeau-register notes might have intuitively developed just enough breath support to make those notes respond. When he or she attempts to cross the break, the breath support isn’t enough to overcome the increased resistance: Read More “Breath support, register breaks, and resistance”

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  • Education

    Student auditions

    ByBret Pimentel September 1, 2013March 15, 2017

    I hear auditions on a pretty frequent basis: my college students audition for placement in university ensembles, prospective students audition for admissions and scholarships, high school musicians audition for the honor band the university hosts. It is pretty routine for me, but clearly sometimes extremely stressful for them.

    I thought it might be helpful to some auditioning students to have some idea what is going on in my mind while I am listening to auditions. I expect my thoughts are reasonably typical of someone who hears these kinds of auditions regularly. Bear in mind of course that I’m not talking about extreme high-pressure situations like auditions for full-time positions in major orchestras, or even for admissions to a big brand-name university/conservatory; I’m generally hearing students within a range of ability and preparation levels.

    Photo, VermontJm
    Photo, VermontJm

    Firstly, I am more or less a regular guy and not looking for nit-picky reasons to deny you your goal. Some students seem to be overly stressed about tiny matters of protocol: will he be mad if I knock on the door? Will he be mad if I DON’T knock on the door? Just be your best, most professional self, and exercise a little common sense. Read More “Student auditions”

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  • Favorite blog posts

    Favorite blog posts, August 2013

    ByBret Pimentel August 31, 2013January 1, 2018

    Read these excellent mostly-woodwind-related blog posts from the past month, and thank me later:

    • Bassoonist David Wells shares and comments on early 20th-century recordings of the Weber Andante e Rondo Ongarese by William Gruner and Fer­nand Oubradous.
    • Multi-instrumentalist Mark Catoe shares some clear thinking about teaching the concept of time signature. This will benefit even some of my college students, who are still trying to shed the “quarter-note-is-always-one-beat-no-matter-what” misinformation they were fed years ago.
    • Viviana Guzman at The Flute View declares the first Canadian Flute Convention a success.
    • Sherman Friedland offers some comments about purchasing clarinets. He mentions a couple of specific makes and pulls no punches about his opinions, but regardless of your personal taste in instruments there are some general points worth drawing out: just because “everybody” uses one model doesn’t mean it’s the “best;” a good teacher is crucial to the process of obtaining a fine instrument and making it sing; and it doesn’t hurt anybody to at least consider the advantages of instruments made from non-traditional materials.
    • Matt Stohrer explains why getting your saxophone overhauled is good for your playing and for your bottom line. Good advice for any woodwind player, really, though of course some of the instrument-specific details will differ.
    • Oboist Christa Garvey gives college music majors some sage advice for the new academic year.
    • Saxophonist Craig Buhler suggests that a joyful performance requires joyful practice.
    • Clarinetist Meri Dolevski-Lewis gives some tips on reading (and, by extension, on writing) advertisements for private teaching. Also: tips on diversifying your musical income streams (including a strong case for woodwind doubling).
    • Patty Mitchell shares a compelling argument, in video form, for learning the play the oboe the right way rather than looking for shortcuts. (Spoiler alert: It’s a demonstration of a single-reed mouthpiece for the oboe.)
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